1. STUDENT AFFAIRS
Dr. Dennis Pruitt
Vice President for Student Affairs,
Vice Provost and Dean of Students
University of South Carolina
College Business Management Institute, 2014
Email: dpruitt@mailbox.sc.edu
Text message: 803-603-8721
This presentation can be viewed online at: slideshare.net/Uof SC_SAAS

2. To Session Participants:
This interactive session will introduce attendees to
the philosophical and ethical principals that guide the work
of student affairs professionals. Much of the material in
the handouts will serve as reference material, but only
selected functional areas will be covered and the
participants will help select which of these areas are
discussed.
Also, time will be reserved for new emerging topics
important to student affairs and their institutions, including
Supreme Court decisions expected in late June, the
Violence Against Women Act, new use of “Big Data,” and
how institutions are adapting to the “new normal” -
focusing on the importance of providing a value-added
education that enables graduate employability; that is, our
new focus on student satisfaction and “Delivering on our
Promise” to our enrolled students. 2

3. Learning Outcomes for
CBMI Attendees
 Learn a sense of the educational and
philosophical foundations for student
affairs.
 Acquire an understanding of the functional
roles and services provided by student
affairs educators for students, faculty,
staff, and the institution and its external
constituencies
3

4. Learning Outcomes for
CBMI Attendees
• Be exposed to a wide range of trends and
issues facing the student affairs
profession.
• Have the opportunity to participate by
providing questions, comments and
personal insights.
4

5. Learning Outcomes for
CBMI Attendees
P.S. Who are you? At what type of
institution are you employed? What do you
want/need to learn from this presentation to
advance your own work?
P.S.S. Disclaimer
5

6. What is Wisdom?
Wisdom:
• Is not simple accumulation of knowledge
• Is not paralyzed by ambiguity, but in fact
embraces uncertainty
• Is expert knowledge about life in general
and good judgment in the face of
complex, uncertain circumstance
• You know it when you see it
- Ansberry (2000)
6

7. wisdom [wiz-duh m]:
the ability to view more things
with a “blank slate.”
7

8. Mission: Collaborate with campus and external constituents to provide access,
facilitate students’ progress and persistence, advance learning, and shape
responsible citizens and future leaders.
Goals
 Manage the comprehensive and collaborative efforts of the university to meet
student enrollment goals, and provide essential programs and services to recruit
and enroll new freshmen and transfer students and facilitate their successful
transition to the university.
 Improve student progress and persistence to degree completion by increasing
student engagement in campus life and by providing and supporting essential
programs, services, and educational activities that lead to student success and
satisfaction.
 Collaborate with campus and external constituents to provide essential programs
and services that advance learning, at the university and in the higher education
community.
 Provide essential programs and services that shape responsible citizens and
develop future leaders, in collaboration with university, community and external
partners. 8

9. 9

10. Historical Role of Student Affairs
What happened to the Good Ole Days of
In Loco Parentis?
10

11. Historical Role of Student Affairs
 Disciplinarian
 Custodian
 Educator
 Integrator
 Combined: contingency (threats and
opportunities) manager
- Garland (1985)
11

12. Student Affairs is a Profession
 Theories
 Statement of Ethics
 Professional Preparation Programs
 Journals, Books, Monographs, Research Studies
 Listservs, social media, websites
 Professional Associations
 Standards of Good Practice
 Certification Programs
 CAS Standards for Professional Practice
 Foundations
 Has many associated professional organizations
 Practicum and internship
 Graduate assistantships/apprentice programs
12

13. Anyone can do
Student Affairs, right?
Let’s find out!
2

14. 14
The academic mission of the institution is preeminent.
Colleges and universities organize their primary
activities around academic experience:
the curriculum,
the library,
the classroom,
and the laboratory.
The work of student affairs should not compete with,
and cannot substitute for, that academic experience.
As a partner in the educational enterprise, student
affairs enhances and supports the academic mission.
Why Student Affairs?

15. 15
Derek Bok
Author of Our Underachieving Colleges
“In his book, Our Underachieving
Colleges, Derek Bok (2006) states that
there is not one single overarching
purpose or goal of higher education and
the outcomes of a college education
should not be limited to intellectual
development.”
From: McPherson, P., and Shulenburger, D. “Improving Student Learning in Higher
Education Through Better Accountability and Assessment.”

16. 16
Derek Bok
Author of Our Underachieving Colleges
Bok identifies several purposes he believes are
essential for a 21st Century college education,
including:
• Learning to communicate
• Learning to think
• Building character
• Preparation for citizenship
• Living with diversity
• Preparing for a global society
• Acquiring broader interests
• Preparing for a career
From: McPherson, P., and Shulenburger, D. “Improving Student Learning in Higher
Education Through Better Accountability and Assessment.”

17. 17
A Reader’s Digest Philosophy
for Student Affairs
Basic assumptions
 Ensure students have a meaningful college experience—
help students make meaning of the college experiences
they have
 Student involvement and engagement enhances learning,
but yes, it takes a village (or a community) to achieve
educational outcomes
 Personal circumstances and out-of-class environments
affect learning
 Students are ultimately responsible for their own lives
 Each student has worth and dignity—even the “misfits”
 Each student is unique

18. 18
Student Affairs Educational
Service Delivery Models
 Medical model
 Front-loading model
 Student involvement/engagement model
 Customer service model
 Holistic model
 Student development model
Question: How can student affairs prevent
customer (student) failure? (Sloan Management
Review, 2006)

19. 19
Sample Student Affairs
Functional Areas
 Academic Advising
 Academic Support Services
 Admissions
 Adult Student Services
 Alumni Relations
 Athletics
 Campus Ombudsperson
 Campus Recreation
 Career Services
 Community Service Programs
 Commuter Student Services
 Counseling
 Disability Services
 Emergency Management
Services
 Enrollment Management
 Family Services
 Financial Aid
 Greek Life
 International Student Services
 Law Enforcement and Safety
 Minority Student Affairs
 Multicultural Student Affairs
 Orientation
 Parent Programs
 Registrar
 Residential Life/Housing
 Retention & Assessment
 Sexual Assault Services
 Specific Facilities Management

20. Sample Student Affairs
Functional Areas
 Student Activities
 Student Conduct
 Student Government
 Student Health Services
 Student Legal Services
 Student Life
 Student Media
 Student Success Programs
 Student Union
 Testing Services
 Visitor’s Center/Tours
 Women's Student Services
20

21. 21
Student Affairs Provide
Programs and Services
to Institutions and
Directly to Students

22. 22
Institutional Services
 Provide essential services such as admissions, counseling,
financial aid, health care, student activities, residence life,
and placement which contribute to the institutional
mission and goals.
 Support and explain the values, mission, and policies of
the institution.
 Participate in the governance of the institution and share
responsibility for decisions.
 Advocate student participation in institutional governance.
 Assess the educational and social experiences of students
to improve institutional programs.
From: “A Perspective On Student Affairs” (NASPA, 1987).

23. 23
 Provide and interpret information about students during
the development and modification of institutional policies,
services, and practices.
 Establish and support policies and programs that
contribute to a safe and secure campus.
 Support and advance institutional values by developing
and enforcing behavioral standards for students.
 Encourage faculty-student interaction in programs and
activities.
From: “A Perspective On Student Affairs” (NASPA, 1987).
Institutional Services

24. 24
 Encourage appreciation for ethnically diverse and culturally
rich environments for students and the campus
community.
 Assume leadership for the institution’s responses to
student and other crises.
 Establish and maintain effective working relationships with
the local community and the various publics.
 Coordinate student affairs programs and services with
academic affairs, business affairs, university advancement,
and other major components of the institution.
From: “A Perspective On Student Affairs” (NASPA, 1987).
Institutional Services

25. 25
 Assist students in successful transition to and from college.
 Help students explore and clarify values.
 Encourage students to develop healthy relationships with
parents, peers, faculty, and staff.
 Help students acquire adequate financial resources to
support their education.
 Help students clarify career objectives, explore options for
further study, and secure employment.
 Establish programs that provide health care to students,
encourage healthy living, and confront abusive behavior.
From: “A Perspective On Student Affairs” (NASPA, 1987).
Direct Student Services

26. 26
 Create opportunities for students to expand their aesthetic
and cultural appreciation.
 Teach students how to resolve individual and group
conflicts.
 Provide programs and services for students who have
learning difficulties.
 Help students understand and appreciate racial, ethnic,
gender and other differences.
 Design opportunities for leadership development.
 Provide opportunities for recreation and leisure time
activities.
From: “A Perspective On Student Affairs” (NASPA, 1987).
Direct Student Services

27. 27
Roles of Student Affairs Professionals
 Student experts
 Enforcers of community rules and standards
 Contingency managers
 Institutional conscience
 Spokespersons for a
student-centered approach
 Boundary spanners
 Crisis intervention specialists

28. 28
Senior Student Affairs Officer (SSAO)
 Role of the SSAO
 Relationships of the SSAO
 Responsibilities of the
SSAO
 Real work of the SSAO
Institutional mission and shared
issues – the SSAO is a visionary
for future pull

29. 29
Organizational Models for
Student Affairs
 Report directly to the president
 Report to provost, chief academic officer,
or dean for undergraduate studies
 Report to advancement/VP for
administration
 Report to business affairs
 Collaborations

30. 30
Effective Educational Practices
 Academic challenge
 Active learning and collaborative learning
 Student-faculty interaction
 Enriching educational experiences inside
and outside of the classroom
 Supportive campus environments
From: Kuh, G.D., Kinzie, J., Schuh, J.H., & Whitt, E.J. (2005). Assessing conditions to enhance educational
effectiveness: The Inventory for Student Engagement and Success. San Francisco: Jossey-Bass.

31. 31
Working With Students
 Be honest
 Be a good listener
 Be caring, respectful attitude
 Be consistent
 Involve students in policy formation, program
development and decision-making
 Have a sense of humor
 Remember that things take time
 Today it’s high touch – high tech!
 Know your students and their subcultures –
and let them get to know you!

32. Performance Funding Metrics
Input to Output
32

33. New Performance Criteria
 Freshman to sophomore
retention rates
 Sophomore to senior
persistence rates
 Graduation rates
 Length of time to degree
 Placement
 Gainful employment
 Manageable debt
 Institutional default rates
 Value added
 Life-long learner
 # of Pell Grant recipients
NEXT:
Transferability
33

34. Creating an OLE: Integrated
Learning in the Classroom (ITC)
and Beyond the Classroom (BTC)
 Personalized Learning Systems
 Integrated ITC with BTC
 Manage Self-Destructive Behaviors
 Comply with State and Federal Laws
 Utilize Best Business and Educational Practices
34

35. Beyond The Classroom Matters*
*Records of educationally purposeful
activities and individual student involvement
Purpose:
- Improvement
- Accountability
- Consumer information
www.novamind.com/planning/strategic-planning.php
35

36. Beyond The Classroom Matters
Making beyond-the-classroom learning
visible.
For self-reflection,
advising:
BTC opportunities to
 Apply knowledge
 Practice skills
 Develop personal capital
BTC Transcript:
 Applied knowledge
 Practiced skills
 Developed personal and
career capital
36

37. Current Data System
Student
centered
Degree
Program
Course 1
Course 2
Course 3Course 4
Course
changes
Major
changes
Dept.
centered
Student
6
Student
7
Student
2
Student
1
Student
4
Student
3
Student
5
Academic Records Co-curricular Records
37

38. Student
centered
Degree
Program
Course
1
Course
2
Course
3
Course
4
Course
changes
Major
changes
Student
centered
Student
organizations
Leadership
activities
Community
Service
Internship
Social
events
Wellness
Activities
Learning
Community
BTC Matters = Student Centered Records
38

39. Future Data System
Student
Degree
Program
Major
Courses
Leadership
roles
Internship
Community
Service
Global
Learning
Gen Ed
Courses
39

40. Student Centered Records for an
Integrated Educational Experience
Student
USC ID 123
Degree
Program,
Courses
Beyond the
Classroom
Involvement
Carolina Core
Courses
USC
Connect
USC
Connect
USC
Connect
40

41. Astin’s Input - Environment - Outcomes Model
INPUT
ENVIRONMENT
OUTCOMES
• Undergraduate enrollment
• Average SAT
• Persistence
• Graduation
• Employability
WTC – Degree Programs, Courses
BTC Matters - Involvement
• Student Affairs & Academic Support
• Undergraduate Research
• International Programs
o Internships
o Service
o Leadership
• 24,000+ undergraduates
• 5,046 new freshmen
• Average SAT score: 1207
41

42. Quality and
Quantity of
Involvement
Learning
and
Development
Astin A. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529.
(Reprinted from Astin, A. (1984). Student involvement: A developmental theory for higher education. Journal of College Student
Personnel, 25, 297-308).
Involvement and Student Learning
 Involvement refers to the investment of physical and psychological energy in various objects.
 Regardless of its object, involvement occurs along a continuum.
 Involvement has both quantitative and qualitative features.
 The amount of student learning and personal development associated with any educational
program is directly proportional to the quality and quantity of student involvement in that
program.
 The effectiveness of any educational policy or practice is directly related to the capacity of that policy or
practice to increase student involvement.
42

43. Using BTC Data for Improvement
 Are most students involved in something?
 Are some students involved too much?
 Are some student populations involved at higher or lower rates?
 What patterns of involvement are related to
persistence, timely graduation, employability?
 Are we doing the right things? (strategy)
 Are we doing them the right way? (structure)
 Are we doing them well? (delivery)
 Are we getting the benefits? (value)
43

44. E-Portfolio as a Learning Tool
Collect
Self-
regulate
Critically
reflect
Integrate
Collaborate
Skills needed:
Jenson, J.D., Treuer, P. (March/April 2014). Defining the e-portfolio: What it is and why it matters. Change Magazine. Retrieved from
http://www.changemag.org/index.html
“The E-Portfolio is a tool for documenting and managing one’s own learning over a lifetime in ways
that foster deep and continuous learning.”
• Collect: document learning
• Self-regulate: become aware of and exercise behavior that leads to learning
• Critically reflect: contextualize the meaning and significance of learning in terms of goals and value
systems
• Integrate learning: synthesize experiences and transfer them to new situations
• Collaborate: build on existing knowledge by applying it in community with others
44

45. Principles of Good Practice for Assessing
Student Learning (AAHE 1992)
1. The assessment of student learning begins with educational values.
2. Assessment is most effective with it reflects an understanding of learning as multi-dimensional,
integrated, and revealed in performance over time.
3. Assessment works best when the programs it seeks to improve have clear, explicitly stated
purposes.
4. Assessment requires attention to outcomes but also and equally to the experiences that lead to
those outcomes.
5. Assessment works best when it is ongoing not episodic.
6. Assessment fosters wider improvement when representatives from across the educational
community are involved.
7. Assessment makes a difference when it begins with issues of use and illuminates questions that
people really care about.
8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that
promote change.
9. Through assessment, educators meet responsibilities to students and to the public.
American Association for Higher Education (AAHE). 1992. Nine Principles of
Good Practice for Assessment Student Learning. Kansas City, MO.
45

46. Biggest Challenges to Higher
Education According to Moody’s
SOURCE: Chronicle of Higher Education, January 2010 46
 Uncertainties concerning:
 Enrollment
 Tuition pricing for private institutions
 State spending for public institutions

47. 47
What’s Ahead?
 Tuition discounting
 Differential pricing
 Merit vs. need-based aid
 Federal and institutional
aid for low SES
 Federal and institutional
aid for under-
represented majors
 Pricing studies
 Special fees
 Student debt
 Federal and state
legislation to control
college costs
 State lottery
scholarship programs
 Affirmative Action
 Direct student
lending
 Outcomes measures

48. What’s Ahead?
 Net pricing calculators
 Paid recruiters
 Gainful employment
act
 Price increase and
default rates
 Adult education:
increasing number of
college graduates
 Digital textbooks
 On-line, distributed
education
 Student migration
(transfer & int’l
students)
 Recruitment of special
populations
 Addressing the cost of
misbehavior
 College health
programs
48

49. What’s Ahead?
 Men’s programs and
services
 Sustainability
 The literary’s
(financial,
information, digital,
and health)
 Spirituality and
religion
 Veterans programs
 Justifying the ROI for
a college education
 Beyond the classroom
experiences – for
residential and on-line
educational
experiences
 Use of social media
49

50. Of the 17,272,044
U.S. college students:
50
57.2% Are female
42.8% Are male
61.4% Are full-time
38.6% Are part-time
30.4% Are minority
56.7% Are under 24 (undergrad)
43.3% Are 25 or older (undergrad)

51. 51
Millennials
 Who are they?
 What is their
perspective?
 Generations by the
numbers
 How will they impact
IHEs?
 Seven core traits
 What to expect

52. 52
Millennials:
How will they impact IHEs?
 “Helicopter Parents”
 “…always hovering—ultra-protective, unwilling to let go,
enlisting ‘the team’ (physician, lawyer, psychiatrist,
professional counselors) to assert a variety of special
needs and interest….
 “…fussing, meddling, tearing, and even ranting if they
think their very special child isn’t getting the very best
of everything.
 “When they don’t get their way, they threaten to
take their business elsewhere or sue” (p. 11).
 Student success as a reflection of parental powers.

53. 53
Millennials:
Seven Core Traits
From: Strauss, W., and Howe, N. Millennials Go To College. pp. 51-52.
 Special
 Sheltered
 Confident
 Team-oriented
 Conventional
 Pressured
 Achieving

54. Can You Identify with These
Student Traits?
 Just in time/ the organized kid
 Work is effortless
 Confident to cocky
 Low receptivity to help
 Expectations are low
 Multi-task - yes; mull - no
 What is relevant?
54

55. 55
Today’s College Students
 Work part or full-time (55%+).
 50% of students are 25 years or older.
 While most attend full-time the trend in the last 10 years
is for students to go part-time (over 40%).
 Almost 2/3’s receive some type of student aid.
 An increasing number of students leave college with loans
and/or credit card debt.
 26% born-again Christian.
 85% of U.S. undergraduates no longer live on campus
after the first year, preferring apartment rentals, house
shares, a relative’s couch, or (for older undergrads) their
own homes.
 Obtaining the baccalaureate degree in four years is an
anomaly today particularly at public and less selective
institutions.

56. 56
Less Studying, Better Grades
 More and more students say they’re tuning out during
high school, yet a record number earn As.
 The College Board reported that falling SAT scores
were accompanied by rising grades. More than 34%
of freshmen in UCLA’s survey reported earning an A
average in high school compared with a low of just
12.5% in 1969. Meanwhile, the humble C had traded
places with the once elusive A: 12% of freshmen
earned C averages, down from 32.5% in 1969.
 Just 31.5% of students said they spent six or more
hours per week doing homework or studying in their
final year of high school. That's down from 44% when
the study first posed the question in 1987.

57. 57
High Self-Esteem
 Academic Disengagement:
 A record 40% of freshmen said they frequently felt
bored in class. Over 36% said they have overslept and
missed class or an appointment in the past year—
almost twice the 19% who said the same in 1968.
 More freshmen than ever say they applied to four or
more colleges—38% this year compared with a low of
15% in 1969.
 Despite their boredom at school, missed classes, and
dwindling hours of homework, the nation's freshmen
have record levels of academic confidence.
Source: U.S. News & World Report (2000).

58. 58
Academic Trends
 Students are coming to colleges less well prepared
academically.
 There has been an increase within the last decade in
the proportion of students requiring remedial or
developmental education at 2-year (81%) and 4-year
(64%) colleges.
 Today nearly one-third (32%) of all undergraduates
report having taken a basic skills or remedial course in
reading, writing, or math, up from 29% in 1976.

59. 59
Social Life
 Students are coming to college feeling overwhelmed and
more in need of support than students who came in
previous years:
 Undergraduates are using psychological counseling services in
record numbers and for longer periods of time than in the past.
 Eating disorders are up at 58% of the institutions surveyed.
 Classroom disruption has increased at 44% of colleges, drug
abuse at 42%, alcohol abuse at 35%.
 Gambling has grown at 25% of the institutions, and suicide
attempts have risen at 23%.
 The effect of the accumulated fears and hurts that
students have experienced dividing and isolating them.

60. 60
College of the Overwhelmed
 Anxiety that would have put a student in the top 16% in
the 1950s made a student merely average in the ratings for
anxiety in the 1990s. Students’ anxiety began to rise in the
early 1950s, and the increase has continued at a steady
pace ever since.
 In the fall of 1999, 30.2% of college freshmen reported
feeling “frequently overwhelmed,” compared with 26% in
the fall of 1985.
 Anxiety makes people more likely to suffer from panic
disorders and depression. Many students attempt to cope
with those conditions by drinking alcohol and using drugs.
Others deal with their anxiety by withdrawing from others,
skipping classes, and holing up in their residence hall rooms
for days at a time.

61. 61
College of the Overwhelmed
 “The Bottom Line” for
dealing with these feelings:
 Self-care is not the same
as being selfish.
 Be honest with yourself
about what you’re feeling.
 Eat, sleep, and exercise.
 Stay connected to others.
 Think of proactive ways to
address problems.
From: Kadison, R., and DiGeronimo, T. (2004). College of the Overwhelmed. pp. 237-238.

62. 62
Consumer Mentality
Students prefer a relationship like those they already
enjoy with their bank, the telephone company, and
the supermarket.
They want convenience: easy, accessible parking; no
lines; and polite, helpful, and efficient staff service.
They want high-quality education but are eager for
low costs. They do not want to pay for activities and
programs they do not use. Their focus in on
convenience, quality, service, and cost.

63. 63
Prolonged Graduation Dates
 Students are taking longer to graduate.
 Reasons for extended college time:
 Increased number of students attending school part-time and
working long hours
 Increased time required for remediation
 Quickly rising cost of college tuition
 Institutions make students stay longer by offering required
courses in inadequate numbers, at inconvenient times, and
out of sequence
 Effect of state scholarships on graduation rates
 BUT: Almost 30 percent of first-year students who
enroll in college leave school before the beginning of
their second year—however, a majority of these
students return to some type of postsecondary
education within five years.

64. How do we do our work?
Who pays for all of this?
That’s where YOU come in!

65. 65
Financing Student Services
 E & G funds
 Auxiliary
 Dedicated student fees
 Value-centered/responsibility-centered
management
 Private funds

66. How we do our work…
What is our work???
To graduate successful and
satisfied students!

67. 67
4 Stage Model to Student Affairs
Enrollment Management Get ‘em here!
Student Life/
Student Development
Keep ‘em here!
(Deliver on the promise!)
Career Center/
Registrar
Help ‘em use their
college degree!
Alumni Services Keep ‘em connected ($$$)!

68. 68
Functional Areas Covered Today
 Enrollment Management:
 Admissions – Visitor’s Center
 Financial Aid – Orientation & Testing
 Student Life:
 Student Activities – Student Organizations
 Student Government – Intramural/Recreations
 Student Development:
 Retention – Counseling Center
 Career Center – Judicial Affairs
 Residential Life – Disabilities Services
 Registrar (incl. Privacy) – International Student
Services
 Health Services
 Office of the Vice-President of Student Affairs

69. 69
Enrollment Management
 Definition
 Challenges
 Evolution
 Phases
 Admissions
 Financial Aid
 Visitor’s Center
 Orientation & Testing

70. 70
Definition of
Enrollment Management
Enrollment management is an institution-
wide systematic, comprehensive,
research-driven system designed to
locate, attract, and retain the students the
institution wishes to serve.
From: Noel-Levitz. “Keys to Enrollment Success”

71. 71
Among The Challenges...
 Operating in an increasingly competitive environment.
 Changing demographics.
 Far more aggressive marketing and recruiting by both
public and private institutions.
 More sophisticated market place…Plans, systems, and
advanced tools being developed.
 Fewer students with the ability to pay for the ever rising
costs of higher education.
 Strong scholarship programs to “woo” students are
becoming more prevalent.
 An expectation of real outcomes and benefits resulting
from the education received.
From: Noel-Levitz. “Keys to Enrollment Success”

72. Ten Tips for Managing Your Enrollment
in a Down Economy
1) Formulate an economic outlook to guide your
planning
2) Identify potential shifts in student participation
patterns
3) Quantify the financial exposure of your students
and their families
4) Devise new financing strategies to help your
students initially attend and remain enrolled at your
school
5) Moderate your tuition increases
SOURCE: Noel-Levitz 72

73. Ten Tips for Managing Your Enrollment
in a Down Economy Continued
6) Plan on more applications and lower yield
rates in 2009
7) Invest in student retention and
aggressively manage your stop-outs
8) Strengthen messaging around your most
valuable benefits
9) If you must cut costs, don’t cut equally
10) Don’t forget the human cost of economic
troubles
SOURCE: Noel-Levitz 73

74. 74
Extraordinary Challenges…
 Colleges and universities are more image and public
relations conscious as well as more “customer oriented.”
 Extensive marketing plans and budgets are in place.
 Steady increases in promotion budgets to attract students.
 Direct mail more sophisticated—buy names from various
sources.
 Well-conceived and developed web sites more
commonplace.
 High priced/well polished videos/CD-ROM’s being used to
“woo” students.
From: Noel-Levitz. “Keys to Enrollment Success”

75. 75
Evolution Of Enrollment Management
 Admissions stage (“order taking”)
 Recruiting stage (proactively seeking
students)
 Marketing stage (increase promotion)
 Enrollment management (an integrated and
comprehensive process)
 Strategic enrollment planning
“A student body by design rather than chance”
From: Noel-Levitz. “Keys to Enrollment Success”

76. 76
Phases Of Enrollment Management
 Develop a positive institutional image among key
publics.
 Create institutional awareness and interest among
prospective students.
 Influence the decision to apply and enroll through
communication and relationship management.
 Sustain the commitment to enroll.
 Retain enrolled students by providing high quality
educational programs and services.
From: Noel-Levitz. “Keys to Enrollment Success”

77. 77

78. 78
Seeking a 1% Improvement
in Conversion Rate:
(Inquiry To Application)
 NOTE: The potential enrollment and tuition revenue impact*
 5,000 inquiries @ 1% increase  16 additional students
 10,000 inquiries @ 1% increase  32 additional students
 15,000 inquiries @ 1% increase  48 additional students
 20,000 inquiries @ 1% increase  64 additional students
 25,000 inquiries @ 1% increase  80 additional students
 30,000 inquiries @ 1% increase  96 additional students
 40,000 inquiries @ 1% increase  128 additional students
 50,000 inquiries @ 1% increase  160 additional students
____additional students x ____ additional revenue
 *Assumes an 80% accept rate and 40% yield (accept to enroll)

79. 79

80. 80
Strategies To Accomplish
Enrollment Goals
 Integrated marketing
plan
 Purchase prospective
student list
 Direct mail
 Internet /Web
presence
 Telecounseling
 Publications
 Predictive modeling
 Leveraging
 Institutional
scholarships, grants,
work, discounts
 CPRS (cost per recruited
student)
 Campus visits
 College fairs (college
night programs)
 Open houses
 Social networks

81. 81
What Factors Influence College Choice?
 Cost of available programs of
study
 Academic reputation
 School size, faculty-student
ratio
 Distance from home/Location
 State and institutional financial
assistance
 Campus safety
 Statue measures (ranking,
selectivity)
 Campus visit
 Number, quality, and
timeliness of cultivation
contacts
 Perceived faculty-student
relations
 Endorsement of high school
counselors, AP teachers,
parents, peers
 Educational amenities (study
abroad, living-learning
centers)
 School traditions
 Scholarship and financial aid
awards
 Small class size
 Type of institution
 Quality of student life
(residence hall, recreation
center, student union,
student health center,
student legal services/
ombudsperson)
 Successful athletic programs

82. 82
Eight Truths of Effective Recruitment
 There is no substitute for a good image or
reputation.
 An institution will succeed or fail in its primary
market.
 The campus visit is now of the best conversion and
yield strategies.
 Recruitment is a campus-wide responsibility.
 Communication is the key to successful conversion
and yield rates.
 All inquiries are not equally important, so grade and
qualify early and often.
 Effective financial aid packaging leads to optimum
yield.
 Personalize, personalize, personalize.
From: Noel-Levitz. “Keys to Enrollment Success”

83. 83
Trends in Admissions
 Students applying to an increasing number of schools,
makes predictions difficult: apply vs. accept vs. enroll
 Increased competition between institutions: Should we
start hiring people with degrees in sales?
 Sophisticated branding, marketing activities
 Data-based decisions
 Use of technology (blogs, Facebook, Twitter)
 Financial aid as key enrollment component
 Focus on outcomes, return on investment (delivering
on the promise)
 Widespread institutional efforts and responsibilities

84. 84
Appropriate Role of Financial Aid
 Financial aid is not a reason to attend your
institution; it is part of a solution to a cost
problem.
 Remember to project quality and value in all of
your institution's communications (outcomes,
experiential learning, special facilities, and other
benefits of attendance).
 Make the institution affordable to targeted
students who are willing to pay.
 Know and understand the “price tag” of the
institutional wish list.
From: Noel-Levitz. “Keys to Enrollment Success”

85. 85
Purposes of Investing Dollars In
Student Financial Aid
 To make it possible for students of all incomes and
backgrounds to attend.
 To overcome price disparity in your marketplace.
 To generate the necessary tuition income.
 To attract a diversified student body.
 To maintain a high academic profile.
 What do you hope to accomplish?
From: Noel-Levitz. “Keys to Enrollment Success”

86. 86
Financial Aid
 Determine Student Budget/Cost of
Attendance:
 Tuition and Fees
 Books and Supplies
 Transportation
 Room and Board
 Miscellaneous

87. 87
Financial Aid
 Categories of Aid
 Gift Assistance
 Grants/Scholarships
 Self-Help
 Loans/Employment

88. 88
 Source of Funding
 Federal
 State
 Institutional
 Private Sector
 Shifting Financial
Aid Sources
 Federal Grants
 Subsidized Loans
 Institutional Aid
Financial Aid

89. 89
Trends In Financial Aid
 Increased gap between cost of attendance and ability to
pay
 Offering aid to students that does not hinge on federal
funds
 Lack of coordinated awarding philosophy by federal, sate,
and institutional agencies
 Increasingly difficult to self-determine financial aid
eligibility
 Self-investments in education – the loan and borrowing
business
 Using aid to mold the institutional demographic profile
 Discounting and tuition waivers
 Consolidated loans
 Dependency on state lottery funded aid
 Institutional aid for students from families with the lowest
SES
 National Direct Student Lending

90. Student-Loan Default Rate Rising
 The U.S. Department of Education, demonstrating the
toll the sour economy is taking on recent college
graduates, reported a jump in the student-loan
default rate to 6.9% in 2009, from 5.2% a year
earlier.
 Raising the stakes for consumers and taxpayers, the
amount that students are borrowing for their
education has been increasing dramatically in
recent years, with half a trillion dollars in federal
student loan debt now outstanding.
 Robert Shireman, a senior adviser to Secretary of
Education Arne Duncan, says he expects the default
rate, which reflects the early part of the recession, to
continue to rise. SOURCE: Wall Street Journal 90

91. 91
Visitor’s Center
 “Front porch of the University”
 First impression
 “First touch”
 Indication of student’s intent to enroll
 “Money walk”

92. 92
Trends With Visitor’s Centers
 Recognition as a profession
 Greater expectations and demands
 Millenials and campus tours
 Customer service
 Information explosion
 Development of student staff
 Pod - cast

93. 93
Orientation & Testing
 Enrollment closure
 Placement testing
 Enculturation
 “On-boarding” first-year class

94. 94
Trends In Orientation & Testing
 Parents often make decisions for their
students
 Students are entering with increased
number of AP/IB credits
 National consideration of the utility of
SAT/ACT and college admissions decisions

95. 95
Student Co-Curricular Activities
 Philosophy:
 Enhance educational experience
 Serve diverse student populations
 Level of student input/leadership training
 Centralized program board
 Concerts, speakers, special events, movies, etc.
 Relationship to academic program and
departments
 Funding:
 Student Activity Fee
 Admissions Fee

96. 96
Student Life
 Registration of Student
Organizations
 Student Government
 Greek Life
 Religious Organizations
 Student Leadership
Programs
 Minority Affairs
 Student Media
 Newspaper/Yearbook
 Radio station
 Facilities & Space
Management
 Student Life is a
method of retention

97. 97
Intramural & Recreation
Activities
 Team/individual sports
 Outdoor recreation
 Valuable retention tools
 Free play

98. 98
Trends in Campus Recreation
 Threat of technology (Internet gaming)
 Developing positive relationships with local
govt./community groups in regards to the sharing of
limited resources
 Certification for collegiate recreation professionals
 Lack of diversity in university recreation department
staffs
 Competition vs. recreation
 Wii recreation

99. 99
Trends in Student Life
 Liability for on- and off-campus events
 Parental expectations (“helicopter parents”)
 Role of Student Government
 New diversity – working with diverse populations
 Maintaining budget share for increasingly
expensive co-curricular activities
 Learning outcomes and program assessments
 Greying of the professionals
 Gender engagement/involvement

100. 100
Student Development
 Retention
 Registrar
 Career Services
 Counseling Center
 Student Health Services
 Residential Life
 Judicial Affairs
 Disability Services
 International Student
Services

101. Retention
“Even among the students most likely to
succeed—those who begin their college careers
as full-time freshmen in four-year colleges and
universities—only six out of every ten of them,
on average, get a B.A. within six years. This
translates into over half a million collegians
every year, …who fall short of acquiring the
credentials, skills, and knowledge they seek”
(Carey, 2004, p.1).
SOURCE: ACT 101

102. Costs of Retention
 In recent years an emphasis has been placed
on the cost to colleges of not meeting goals
to provide the best social, academic, and
other experiences for students. The costs to
institutions of student attrition are several,
including “…loss of future tuition and fees,
loss of faculty lines, and increased
recruitment costs” (Habley, 2004).
SOURCE: ACT 102

103. 103
Factors Affecting Retention
 Safety and security
 Instructional
effectiveness
 Academic advising
 Registration and student
services effectiveness
 Student centeredness
 Concern for individual
 Student success
programs
 Financial aid

104. 104
Insights About Retention
 The freshman year is the most crucial period in
student retention.
 Approximately 47% of the students dropped out of college
over a period of six years; 20% in the first year, 11% in the
second year, 9% in the third and later years. More than half
of the dropouts did so in the freshman year.
 Degree completion requires more than four years for
more students.
 Approximately 58 percent of first-time students seeking a
bachelor's degree or its equivalent and attending a 4-year
institution full time in 2000-01 completed a bachelor's
degree or its equivalent at that institution within 6 years.

105. 105
 The eventual degree completion rate (at private and
public schools) for entering freshmen is estimated at
66%.
 Retention and graduation rates were consistently
higher for women.
 The more selective institutions generally had higher
retention and graduation rates.
 Institutions with a higher percentage of part-time
undergraduate enrollment had lower retention and
graduation rates.
 Students attending private institutions graduated
earlier and at a higher rate.
Insights About Retention

106. SOURCE: ACT 106
Insights About Retention
Only 51.7% of campuses have identified an
individual responsible for coordinating
retention strategies.
Only 47.2% of campuses have established an
improvement goal for retention of students
from the first to second year.
Only 33.1% of campuses have established a
goal for improved degree completion.
Institutions are far more likely to attribute
attrition to student characteristics then they are
to attribute attrition to institutional
characteristics.

107. Retention Practices
 Retention practices responsible for
the greatest contribution to retention
in all survey colleges fall into three
main categories:
 First-year programs
 Academic advising
 Learning support
SOURCE: ACT 107

108. 108
Reconstructing the
First Year Of College
 Vincent Tinto has identified five major causes of
student withdrawal:
 Academic Difficulty
 Adjustment Difficulties
 Goals: Uncertain, narrow, or new
 Commitments: Weak and external
 Financial inadequacies
 The decision to leave is not so much cost per se
but the perceived quality and value of what a
student is receiving for the cost.

109. 109
Tinto’s Causes of Student Withdrawal
 Incongruence:
 Students leave because they feel they do not
“fit” or do not “belong” socially or academically.
They feel the college is “not right” for them.
Frequently, the student has chosen unwisely.
But just as frequently it is the institution that
fails with its unfriendly atmosphere, lack of
concern for student needs and growth, or a
poorly designed academic programs.
 Isolation:
 Students drop out because they feel lonely,
isolated, unable to establish connections with
their classmates or upper class students, or with
the college’s professors and administrators.
From: Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition.

110. 110
Trends in Retention
 Customer-service perspective
 Early intervention programs
 Supplemental instruction
 Need-based aid
 Institutional conscience

111. 111
Registrar
 Customer Service
 Records and Data
Management
 Registration
 Grading
 Tracking students
 Transcripts
 Facilities & Class
Management
 Management Reports
 Privacy protection of
personal data

112. 112
Family Educational Rights and
Privacy Act (FERPA) & Privacy
Issues
 Directory information
 Dates of attendance
 Sole possession records
 Disclosure to federal officials
 Disclosure to parents
 Disclosure in relation to legal action
 Disclosure in relation to disciplinary hearings
 Disclosure concerning drug and alcohol use
and possession

113. 113
FERPA Disclosure
 Colleges can notify the parents of any student younger than 21 if
the student has an alcohol violation.
 Colleges are not required to alert students when they notify their
parents. Colleges must, however, keep a record of the disclosure
and provide it to students wishing to know if their parents have
been notified, upon request.
 Colleges may disclose the results of disciplinary proceedings
against students who have committed violent crimes.
 Colleges may release a student’s educational record to a court,
with the consent of the student or parent, if the student or parent
has sued the college.
 Colleges may release a student’s educational record to parents if
the student is considered a “dependent student” (as defined by
the IRS).
 Colleges must release a student’s educational records to a court,
even without the consent of the student, if “…relevant to
investigations and prosecutions of specified crimes or acts of
terrorism…” (USA PATRIOT Act).

114. 114
Trends with FERPA
 Homeland Security Act
 Conflicting statements within FERPA
 Increased parental need/want for information
about their students, but FERPA says no
 Use of SSN as student identifier
 Transcripts & XF (cheating)
 HIPAA

115. Health Insurance Portability and
Accountability Act ( HIPAA )
 HIPPA must stop where FERPA begins
 HIPPA must be observed anywhere
personally identifiable patient information
is involved
 Colleges and universities are subject to
HIPAA
 Each institution is affected in different
ways
SOURCE: EDUCAUSE Review 115

116. 116
Career Services
 Purpose
 On-campus
recruiting
 Networking
 “Discovery Tools”
 Resumes, Interviews
 Counseling
 Career libraries
 Internships/Co-ops
 Career/Job Fairs

117. 117
Current Practices in College
Career Services
 Experiential Education
 Technology
 Database management
 WWW and other Internet applications
 Video interview technology
 Decreased Funding
 Private Vendor Services
 Ebb and flow with the job market

118. 118
Teamwork Skills
Leadership Abilities
Ethics
Motivation/Initiative
GPA/academic credentials
Interpersonal Skills
Analytical Skills
Communication Skills
Work Experience
Technical Skills
Top 10 Personal Characteristics
Employers Seek in Job Candidates

119. 119
What WOWS Employers?
 Employers are impressed by candidates who
have some type of work experience that
indicates they can handle responsibility.
 Employers look at candidates who have some
experience in the work world as better able to
make that move from the campus to the
corporation and are better prepared to accept
the responsibilities of the job.
Source: National Association of Colleges and Employers (1998).

120. 120
Trends in Career Services
 Expectations of “job placement”
 Assessment of outcomes to justify return on
investment
 Outcome data difficult to acquire
 Decentralization and privatization of services
 Matching student choice of program of study with
job availability
 Developing work ethic, acquiring entry-level
experience for undergraduates
 Delayed maturation
 Influence of “helicopter parents”
 Specialized offices for professional and graduate
school placement

121. 121
Counseling Center
 Purpose
 Normal student with
temporary problems
 Students with severe
emotional problems
 Range of services
 Personal, academic
 Relationship to health
center
 Modes of delivery
 Individual
 Group
 Outreach
 Staffing
 Image
 Confidentiality
 Nature of problem
 Depression, anxiety,
identity, adjustment,
drugs, alcohol, etc.
 Medication

122. 122
Stress, Depression, and Suicide
 Statistics show that a majority of students who
take their life never seek counseling.
 Men are four more times as likely as women to
commit suicide.
 One prestigious, selective institution, with
approximately 18,000 students, has averaged
about one suicide per year over the past
decade.
 Suicide is now the second leading cause of
death—after accidents—among college
students.

123. 123
Trends in College Counseling
 More severely distressed students with increased
problems are coming to college
 Increased prevalence of students on psychiatric
medications
 Decreased stigma of going to counseling
 Higher incidence of self-injurious behavior (i.e.
cutting)
 More students with developmental disorders (e.g.
Asperger’s and autism); anecdotal increase of
students with schizophrenia

124. 124
 Increased prevalence of eating disorders
 Students prefer individual vs. group counseling
 Avoidance of responsibility
 “Cyber estrangement”: people prefer to have needs
met via computer vs. face-to-face
 College mental health has become newsworthy and
budgets (esp. personnel) have increased steadily
during the last 5 years
 Improved risk management in treatment
Trends in College Counseling

125. 125
Health Services
 Range of services
 Infirmary vs.
Outpatient
 Staffing
 Clinics
 Pharmacy
 Fees

126. 126
Trends in Health Services
 Required vaccination or not (esp. meningitis)
 Mandatory health insurance
 Student health benefits
 Replace aging facilities
 Compensation of health providers
 Tension to provide wellness and prevention
programs
 Ability to respond to terrorist activity
 Ability to respond to plague or natural disaster
 Healthy Campus 2010

127. 127
Residential Life/Housing
 Nature of being an
auxiliary
 Philosophy
 Maintenance
 Community culture
 Staff
 Programs
 Fees
 Security and liability
 Visitation, drugs,
alcohol, sexual
orientation, search
and seizure
 Early-warning
programs
 Living/Learning
communities
 Overcrowding

128. 128
Then And Now
 1970’s dorm room
essentials:
 clock radio
 stereo systems
 popcorn popper
 hair dryer
 electric blanket
 rabbit-ear black and white TV
 Today’s residence hall
rooms:
 cell phones – headphones
 computers and laser printers
 surge suppressors – calculators
 sound systems – beepers
 PowerBooks
 large-screen color TV's and VCR's
 custom-built lofts with excellent sound
systems
 Walkman & Discman
 Game boys – camcorders
 CD players– microwaves
 coffeemakers – blenders
 toaster ovens – hotshots
 mini-grills – blow dryers
 electric toothbrushes
 contact lens sterilizers
 small whirlpools for sports injuries
 A large research
university recently found
that four in five of its
freshmen have never
shared a bathroom.

129. 129
Trends in College Housing
 Most students have never shared living space with
others before coming to college
 Renovation & construction of facilities
 Installation of life-safety systems
 Competition with private off-campus housing
 “Duty to care” obligations are overwhelming
 Roommate contracts/preferred roommate
 Amenities: cable, parking, satellite radio, ISP

130. 130
 Living/Learning communities for all students
 Being a positive force for the institution in its
recruitment and retention of students
 Capacity issues/overcrowding
 Arms race
 Environmental
concerns/sustainability/conservation
 Impossible long-range planning
Trends in College Housing

131. Trends in College Housing
131

132. 132
Judicial Affairs
 Coordinate all aspects of the University’s student
discipline process
 Work with faculty/staff/students to select, train,
and advise student judicial board
 Offer educational counseling and other options to
students who have violated conduct codes or have
been affected as a result of violations

133. 133
Trends in Judicial Affairs
 Parental notification policies (FERPA & its
exceptions)
 Mental health disturbances as disruptive activity
 Suicide and suicidal behaviors
 Unfunded mandates – Title IX Compliance
 Shrinking budgets
 The development of character education
 Blended systems for academic and behavior
violations
 Transparency of processes

134. 134
Disability Services
 Empower students to achieve their personal best
while at the University
 Preadmission and Orientation information
 Academic, personal, and vocational coaching
 Consultative services for faculty and staff

135. 135
Trends in Disability Services
 Increased number of students with mental health
issues and learning disabilities
 Lack of appropriate documentation to receive
accommodations
 Difficult time finding employment after leaving the
University
 Course substitutions (esp. for foreign language)
 Cost of accommodations

136. 136
International Student Services
 Provide services and support to international
students
 Coordinate study abroad and exchange
programs
 Ensure compliance of federal and state
regulations
 Post-911 constraints

137. 137
Trends in International Student Services
 Increasing pressure from Federal and State
governments to insure regulatory compliance
 Popularity of study abroad and exchange programs
 Risk management for study abroad programs
 Perceived inhospitality of American higher education
to international students
 Services for new populations (undocumented
immigrants)
 Services for the indigenous students deserving a
higher education
 Labor shortage and job pressure for professionals in
field
 Control and management of program growth

138. 138
Office of the
Vice-President for Student Affairs
 Research & Assessment
 Ombudsperson
 Professional Development
 HR & Finance
 Special Projects/Contingency Management
 Public relations and internal marketing

139. We do all of this
(and more)…
With the help of
others!

140. 140
Tensions Between
Student Affairs & Business Affairs
 Medical Model:
 Orientation
 Prevention
 Early Intervention
 Intervention
 Recovery
 Do these activities produce revenue?
 How do we measure the return on
investment?

141. 141
 Students and student subcultures not in the
mainstream (at-risk populations)
 Faculty
 Parents
 Alumni
 Board of Trustee members
 Legislators
 Community members and high profile citizens
 Churches and spiritual organizations
 Law Enforcement & Safety
 Others?
 Most Importantly:
 Business & Finance!
Working With Other Key Constituents

142. 142
Student Affairs Partnerships
and Collaborative Efforts
Collaboration: Issues of Control, Cost, and Credit
 Obstacles and opportunities
 Learning communities
 Service learning
 Orientation and advisement
 Auxiliary services
 Academic support services
 Campus sexual assault services

143. 143
Current Challenges for the
Profession
 New pressures for accountability
 Working with limited resources
 Legal parameters affecting Student Affairs
practice
 Risk management
 Academic and social misconduct
 Self-discipline (Carolinian Creed)
 Parents of Millennials

144. 144
New Pressures for
Accountability
 Performance-based funding
 The Higher Education Reauthorization Act:
Access, Accountability, and Affordability
 Evaluation, assessment, research, strategic
planning, program funding, and accountability
 Using transactional data, data mining, data
warehouses, and fact banks for rankings and
responding to critics
 Tuition and fee caps

145. 145
 Common assessment tools:
 CIRP
 NSSE
 Residence hall perception studies
 User satisfaction surveys
 E-Portfolios
 Qualitative testimonials
New Pressures for
Accountability

146. 146
 Competition studies
 Benchmark studies
 Success &
Satisfaction Survey
of graduates
 Retention studies
 Effects of technology
 National Board results
 National rankings
New Pressures for
Accountability

147. 147
*Disclaimer: I am not an attorney. Consult legal counsel regarding any
statements or recommendations you hear before you act on them!
Legal Parameters Affecting
Student Affairs Practices
 Public vs. private institutions
 Assumption of risk and consequence of errors
 “Duty to care”
 State and federal constitutions
 Case law
 Contractual agreements
 Institutional policies (consistency and compliance)

148. 148
What We Worry About The Most:
RISK MANAGEMENT
 Weapons
 File sharing
 Alcohol/drug laws
 Hate crimes
 Privacy acts
 Clery Act (Campus Security Act)
 Campus sexual assaults
 Drug-free schools and
community
 High profile student violations
 Crimes of violence
 SEVIS
 Natural disasters

149. What We Worry About The Most:
RISK MANAGEMENT
 Terrorist acts
 Arsonists
 Visitation rules
 Searches and seizures
 Due process and equal
protection
 Freedoms of Speech and
Peaceable Assembly
 Section 504 and
accommodations for
people with disabilities
 Affirmative Action: New
parameters for admissions
and scholarship awards
 Mental illness 149

150. 150
Academic and Social Misconduct
 Academic misconduct: (cheating and plagiarism) - due process
required; public institutions – “notice and same opportunity to
be heard”
 Minimum due process for academic and social misconduct:
1. Written notice of alleged misconduct with specific charges and grounds
2. Hearing date gives student time to prepare defense
3. Student can speak on own behalf, present witness, and hear all
testimony
4. Student can consult advisor during hearing. If criminal charges also
pending, advisor should be attorney
5. Written statement of findings and sanctions
 Other factors for fundamental fairness:
1. Impartial hearing panel
2. Recording or transcript of hearing available
3. Appeals process available

151. 151
Cheating
 Term paper mills, computer hacking, crib notes scrawled inside baseball
caps, water bottle notes, etc.
 Preventing and punishing cheating is at bottom most professors “to do” list.
 A Rutgers professor surveyed 1800 students on 9 campuses and found that
70% of the students had cheated at least once during their college career.
 He then asked 800 professors at 16 institutions if they had even reported
cheating: 40% said never; 54% said seldom; 6% said often.
 How do professors handle cheating? Quickly and Quietly
 What prevents cheating?
 a. when professors make it a priority cheating does not occur
 b. when a tenure-track professor is teaching instead of graduate asst.
 c. multiple versions of the same test
 d. harsh warnings about cheating
 e. additional proctors
 f. consequences when caught

152. 152
Center for Academic Integrity Research
 On most campuses over 75% of students admit to some
cheating.
 Academic honor codes effectively reduce cheating.
 Chronic cheating is also prevalent.
 Cheating is higher among fraternity and sorority members.
 Research gathered by Who's Who Among High School
Students—80% of high-achieving college-bound student
have cheated—they think cheating is commonplace, and
that more than half do not consider cheating a serious
transgression.
 New technologies have made it easier to cheat.
Educational Testing Service notes that one website
provides free term papers to students averaged 80,000
hits per day.

153. 153
The community of scholars at the
University of South Carolina is dedicated to
personal and academic excellence.
Choosing to join the community obligates each member
to a code of civilized behavior.
As a Carolinian...
I will practice
personal and academic integrity;
I will respect
the dignity of all persons;
I will respect
the rights and property of others;
I will discourage
bigotry, while striving to learn from
differences in people, ideas and opinions;
I will demonstrate
concern for others, their feelings, and their need for
conditions which support their work and development.
Allegiance to these ideals requires each Carolinian
to refrain from and discourage behaviors which threaten
the freedom and respect every individual deserves
The Carolinian Creed

154. Campus Trends
 Free speech for me, but not for thee -
Ideological diversity
 Title IX Compliance
 Campus sexual assaults
 Violence Against Women Act
 Campus Safety
 Behavioral Intervention Teams
 Threat Assessment Teams
 On and Off-Campus Safety
 Gaming, Gambling and Comfort Animals
154

155. Campus Trends
 Freedom of and freedom from religion
 Legalization of student affairs
 Student employability
 Outcome measurements: length of time to
graduation, student debt, default rates, gainful
employment/employability
 Creating an optimum learning environment
 Guns on campus
155

156. Campus Concerns
 High-risk student behavior
 Value added/high impact Beyond the
Classroom Experiences
 Mental Health, Wellness, and Well-Being
 Campus suicides
 BIG DATA – tracking student learning
experiences
 Social media mastery
156

157. Trend Summary
Student Affairs Professionals Engage in:
- constituent/cultural management
- contingency management (threats and
opportunities)
- Compliance management
- Critics management
- Community management
- Constraint and accountability management
- Commitment and pride management
157

158. 158
Diversity in Higher Education
 “Achieving diversity on college campuses does
not require quotas. Nor does diversity warrant
admission of unqualified applicants. However,
the diversity we seek, and the future of the
nation, does require that colleges and
universities continue to be able to reach out
and make a conscious effort to build healthy
and diverse learning environments appropriate
for their missions. The success of higher
education and the strength of our democracy
depend on it.”
From: NASULGC Newsline (1999).

159. 159
Multiculturalism
 A majority of deans at 4-year colleges say....
 the climate on campus is politically correct (60%)
 civility has declined on the college campus (57%)
 students of different racial and ethnic groups do not often socialize
(56%)
 reports of sexual harassment have increased (55%)
 students feel uncomfortable expressing unpopular or controversial
opinions (54%)
 More than 41% of the deans say that there is more tension on
campus than there used to be regarding issues of diversity.
 34% report a greater sense of victimization among students on
campus today.
 In fact, diversity issues are the main cause of conflict between
students on 3 out of 5 campuses (62%).

160. 160
 Terrorism
 Plagues and worldwide epidemics
 Temporal student affluence
 IHE as a seedy place
 IHE as an elixir for society’s ills
 The maturation of vendor entrepreneurs
 Spirituality and new world religions
 LGBT-friendly IHE
 Education temporarily suspended to go to war
 Freedom of expression issues
 Returning veterans
Other Issues for Us to Consider

161. 161
 The most important people on the campus…
…without students there would be no need for the institution
 Not cold enrollment statistics…
…but flesh and blood human beings with feelings and
emotions like our own.
 Not people to be tolerated so we can do our thing…
…they are our thing.
 Not dependent on us…
…rather, we are dependent on them.
 Not an interruption of our work…
…but the purpose of it. We are not doing them a favor by
serving them. They are doing us a favor by giving us the
opportunity to do so.
From: Noel-Levitz. “Enrollment Strategies That Work in Attracting and Retaining Students”
Students are…

162. 162
Anyone can do
Student Affairs, right?

163. 163
Questions and Discussion

164. 164
Acknowledgements
 Ms. Susan Hudson, M.Ed.
 Coordinator for Outreach and Enrichment Programs, Office of
Undergraduate Admissions, University of South Carolina
 For assistance with research and design of this presentation.
 Ms. Corley Hopkins, M.Ed.
 For assistance with research and updating of this presentation.
 Dr. Pamela J. Bowers, Ph.D.
 Associate Vice President for Planning, Assessment and Innovation,
University of South Carolina
 For the use of slides 37-47.
 Noel-Levitz
 Much of the enrollment management information in this presentation
was obtained from research and presentations by Noel-Levitz, an
enrollment management consulting group.

165. References
American Association for Higher Education (AAHE). 1992. Nine Principles of
Good Practice for Assessment Student Learning. Kansas City, MO.
Annsberry, Clare. “Older and Wiser.” Wall Street Journal Millennium Edition. 1
Jan 2000.
Association of American Colleges and Universities (AAC&U) (2007). College
learning for the new global century. National Leadership Council for Liberal
Education and America’s Promise [LEAP]. Washington DC: Author.
Astin, A. (1993). Assessment for excellence: The philosophy and practice of
assessment and evaluation in higher education. Phoenix, AZ: Oryx Press.
Astin A. (1999). Student involvement: A developmental theory for higher
education. Journal of College Student Development, 40(5), 518-529.
(Reprinted from Astin, A. (1984). Student involvement: A developmental
theory for higher education. Journal of College Student Personnel, 25, 297-
308).
Council for the Advancement of Standards in Higher Education. (2012) CAS
professional standards for higher education. Washington, DC: Author.
Garland, Peter H. Serving More than Students: A Critical Need for College
Student Personnel Services. ASHE-ERIC Higher Education Report No. 7.
Washington, D.C.: Association for the Study of Higher Education, 1985.
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166. References
Hettler, B. (1976). The Six Dimensions of Wellness Model. Retrieved from
http://c.ymcdn.com/sites/www.nationalwellness.org/resource/resmgr/docs
/sixdimensionsfactsheet.pdf on May 7, 2014.
National Association of Colleges and Employers (NACE) (2014). The skills and
qualities employers value most in their new hires. Retrieved from
http://www.naceweb.org/about-us/press/skills-employers-value-in-new-
hires.aspx?land-surv-lp-2-prsrel-05022014 on May 7, 2014.
Pascarella, E. & Terenzini, P. (2005). How college affects students (Vol. 2): A
third decade of research. San Francisco: Jossey-Bass.
Pascarella, E. (2006). How college affects students: Ten directions for future
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166

167. 167